Development of High-Order Thinking Skills (HOTs) Instruments with a Socio-Scientific Problem-Based Learning Approach on the Subject of Viruses

Abstract

Purpose: Higher-Order Thinking skills (HOTs) oriented learning is based on socio-scientific problem-based learning in higher education and requires a valid and reliable instrument to measure these skills. This study plans to deliver a high-order thinking expertise instrument model with a sociological issue based-learning approach. Methodology: This appraisal model proposes the Plan and Improvement approach, which alludes to the Ellis and Duty model, to be specific comprising: (1) issues, (2) objective setting, (3) model plan and advancement, (4) model testing, (5) model assessment of experimental outcomes, and (6) application models. Participants in this research consisted of eighty (80) prospective science teacher students from three institutions in Indonesia. The expert validation sheet instrument was used to validate the content.

Findings: The study assessed the construct validity of the proposed measurement model via the utilization of Confirmatory Factor Analysis (CFA). Evaluation of the unwavering quality of the estimation model incorporates Composite Dependability (CR) with a worth of 0.9 and Normal Fluctuation Removed (AVE) with a worth of 0.7, showing that the instrument is in the solid class. Corroborative variable examination showed that the worth of the Root Mean Square Blunder of Guess (RMSEA) was 0.01 < 0.08, the Chi-Square/or got from the test is 1.0 < 2, and the Decency of fit Record (GFI) is 0.91 > 0.90, or the expressed model compares to the information got in the field and can be utilized in a great many estimations. Confirmation of content legitimacy using the Aiken equation gets a base score of 0.8 on the fantastic classification. Implications to Research and Practice: These assessment instruments can be recommended to measure HOTs in socio-scientific problem-based learning but limited to discussing only viruses.